Self-Regulated Learning and Academic Adjustment among College Students: Moderating Role of Psychological Capital

Abstract

The current study aimed to investigate the impact of Self-Regulated Learning (SRL) on the academic adjustment of college students, with the moderating role of Psychological Capital (PsyCap). It was hypothesized that SRL and PsyCap would positively correlate with college students' academic adjustment. Additionally, it was hypothesized that Psychological Capital would moderate the relationship between SRL and academic adjustment. A sample of 250 students (129 males and 121 females) was selected for the study. The Academic Adjustment Questionnaire, the Psychological Capital Questionnaire, and the short version of the MSLQ were used to measure the study variables. The correlation matrix indicated that SRL positively correlated with the academic adjustment of college students. Factors of Psychological Capital were also positively correlated with academic adjustment. The results further revealed that SRL was a significant predictor of academic adjustment. Moreover, Psychological Capital moderated the relationship between SRL and academic adjustment.